Literary arts and the development of the life story

Mar, Raymond A.; Peskin, Joan; Fong, Katrina

doi:10.1002/cd.290

Cited by 11 publications

(4 citation statements)

References 40 publications

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“…Habermas and de Silveira [2008] reported a moderate correlation between autobiographical practices and life narrative coherence. Mar, Peskin, and Fong [2011] found no evidence for a link between reading and the development of the life story, not because of evidence to the contrary, but due to a lack of studies. A more direct influence might be exerted by competent life story constructors, especially parents who know their children's lives, but also teachers, who scaffold adolescents' autobiographical reasoning.…”

Section: Future Research On the Development Of The Life Storymentioning

confidence: 84%

Getting a Life Takes Time: The Development of the Life Story in Adolescence, Its Precursors and Consequences

Habermas¹,

Reese²

2015

Human Development

115

136

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The life story is a special cognitive-communicative format which allows understanding persons from a biographical perspective through autobiographical reasoning and life narrating. Reviewing research on the development of the life story from the past 15 years, we clarify the conceptual and developmental specificity of the life story by comparing it to single event stories, and the specificity of autobiographical reasoning by comparing it to other forms of reasoning. To support the claim that the life story emerges only in adolescence, we review the earlier development of self and autobiographical remembering leading up to the life story. We outline the significance of autobiographical reasoning for bridging biographical ruptures, and we discuss the meaning of the cultural context for the development of the life story and its functionality. Finally, we suggest major developmental research questions that remain to be pursued.

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Section: Future Research On the Development Of The Life Storymentioning

confidence: 84%

Getting a Life Takes Time: The Development of the Life Story in Adolescence, Its Precursors and Consequences

Habermas¹,

Reese²

2015

Human Development

115

136

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“…Overall, they may encompass performing or auditory arts activities -such as drama, dance, singing and other music-based activitiesas well as the less performative but albeit participatory literary artscomprising fictional literature, creative writing, storytelling and oral histories (e.g. Mar et al, 2011) -and visual artsart-viewing and art-making using different mediums or forms such as painting, drawing, sculpture and textiles (e.g. Rose and Lonsdale, 2016).…”

Section: Defining Participatory Arts Activitiesmentioning

confidence: 99%

The benefits of community-based participatory arts activities for people living with dementia: a thematic scoping review

et al. 2020

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Background:The drive towards living well with dementia has resulted in growing recognition of the value of community-based participatory arts. This review aimed to explore their overall impact and holistic benefits for people living with early to moderate stages of dementia. Methods: Using a scoping review methodology and thematic analysis, this review explores relevant literature published between 2008 and 2019. Results: 26 published papers were identified, comprising visual arts, literary arts, comedy, music and dance. The key themes included person-centred, in-the-moment approaches; participation and communication; attention and cognition; social cohesion and relationships; and the role of space, place and objects. Conclusions: There is strong evidence in support of using participatory arts for dementia, regardless of art form. In-the-moment and person-centred approaches were deemed impactful. Further research is needed to explore the important role of setting, material culture and the methodological or theoretical perspectives in participatory arts and dementia research.

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“…Although parent–child talk about real-life narratives (i.e., reminiscing) similarly contributes to this goal (Recchia et al, 2014 ), the narrative fiction context is unique because it illuminates hard life decisions in a highly coherent manner (Mar & Oatley, 2008 ). Therefore, conversations about narrative fiction might represent a privileged context for training of more complex forms of social reasoning (Mar et al, 2011 ).…”

Section: Three Conceptions Of Sociomoral Learning Through Narrative F...mentioning

confidence: 99%

How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry?

2022

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Educators read narrative fiction with children not only to promote their literacy skills, but also to support their sociomoral development. However, different approaches strongly diverge in their explanations and recommended instructional activities. Informed by theoretical understandings of reader-text transactions, this integrative review presents three different conceptions about how children learn socially from narrative fiction. The first approach explains sociomoral learning through narrative fiction by children’s extraction and internalization of the text’s moral message. The second approach refers to children’s training of mindreading and empathy as they become immersed in a fictional social world and imaginatively engage with the fictional characters’ perspectives. The third approach focuses on children’s social reasoning development through engagement in argumentative dialogues with peers about the complex sociomoral issues raised in narrative fiction. The article aims to theoretically position a wide range of literary programs to clarify their psychological foundations as well as critically discuss their strengths and limitations.

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Literary arts and the development of the life story

Cited by 11 publications

References 40 publications

Getting a Life Takes Time: The Development of the Life Story in Adolescence, Its Precursors and Consequences

Getting a Life Takes Time: The Development of the Life Story in Adolescence, Its Precursors and Consequences

The benefits of community-based participatory arts activities for people living with dementia: a thematic scoping review

How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry?

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